河北省石家庄市复兴中学八年级英语上册(U4--6)教学案及限时练

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河北省石家庄市复兴中学八年级英语上册unit4 教学案及限时练

八年级英语教案（U4--4）班级姓名小组号【学习目标】1.知识与技能:掌握重点短语have … in common, all kinds of,be up to,play a role,make up,for example,take … seriously。

2.过程与方法:让学生在对比中运用比较级过度到最高级,培养学生学习英语的兴趣和应用英语实际交流的能力3 情感态度与价值观：.了解一些选秀节目的实质及目的,正确对待生活中的一些歌星及影星,不要盲目地追风,做追星族。

【重点难点】重点: 阅读2b部分的短文并完成相关要求以及对难句的理解。

难点：运用最高级对才艺进行评价,并能运用最高级介绍“达人秀”。

【学情分析】对阅读部分可以采用小组讨论的形式对短文内容加深理解,并发表自己的观点。

学习关于人和事物特征的词汇以及比较级和最高级。

在阅读短文教学中,教师要指导学生进行快速阅读,帮助学生找出并解决存在的问题，通过任务教学加深对最高级的理解。

【导学流程】自主学习内容一、回顾旧知：Leading in 【情景】Ask Ss to write these words’ comparative and superlative forms.（比较级和最高级）(1)good (2)comfortable(3)big (4)happy(5)cheap (6)many(7)difficult (8)little二，基础知识感知Read the passage quickly and find the answers:(快速阅读文章，回答问题)1 What do you think of talent shows now?2.What do talent shows have in common?3.Why do some people not like these shows?三、探究问题:根据所学完成课本P27 3a1 总结本课出现的重点短语擅长做某事做某事是有趣的越来越受欢迎全世界有相同特征尽力做某事最有才艺的舞者最使人兴奋的魔术师最有趣的演员各种各样由..决定发挥作用编造认真对待实现2 Read Para.3(第三段)and answer the questions(1)Why doesn’t everybody enjoy watching these shows?(2)Can you give me an example?(3)What is the great thing about them?四基础知识拓展与迁移根据短文内容，完成句子：Retell the text.It’s interesting to watch other people show their .American Idol,America’s Got Talent,China’s Got Talent are all .They are getting more and more .All these shows have one thing .They think the lives of the performers are .One great thing about them is they give people a way to make their dreams .请及时记录自主学习过程中的疑难：小组讨论问题预设:(1)What do talent shows have in common?(2)Who decides the winner?提问展示问题预设：1 Why do some people not like these shows?2 take … seriously认真对待……,seriously 什么词性？修饰哪个词？课堂训练问题预设：（如何填写）1 你应该认真对待你的家庭作业。

冀教版八年级上册英语教案 Unit 4 第6课时

第六课时Lesson 24An E－mail to Grandpa 课时目标写出下列画线短语的汉语意思。

1．Can we set_up_a_time to go_online together? 约个时间上网2．I like to communicate with my friends by making_a_phone_call.打电话教学过程环节1新课导入T：Do you communicate with your friends very often？What kind of way do you like to communicate with your friends?S1：I like to communicate with my friends by writing letters.S2：I like to communicate with my friends by sending e－mails....T：Today we will learn about an e－mail.设计意图：通过问与学生切身相关的生活中的问题激发学生的学习兴趣，活跃课堂氛围，同时为接下来的学习做好铺垫。

环节2新课学习1．让学生思考教材第60页的“THINK ABOUT IT”的两个问题，然后和同桌进行分享交流。

2．让学生仔细阅读教材第60页的邮件，了解其主旨大意。

然后勾画出其中的重点短语和句子，教师进行一一讲解。

3．让学生浏览活动1的句子，预测听力内容。

4．教师播放录音，学生完成活动1的听力练习。

教师请学生分享自己的答案，最后教师订正答案。

5．让学生浏览活动2方框中的单词和短语，并知道其意思，然后用这些单词和短语的适当形式完成活动2中的句子。

教师请学生分享自己的答案，最后订正答案。

6．让学生根据活动3给出的提示，选择自己经常与朋友交流的方式并说明其原因。

教师请几名学生分享自己的观点，并予以点评。

7．让学生在班级里做个调查，互相询问对方上网一般是做些什么，并进行总结。

八年级上册Units 4-6复习教案

16、大量的 a great (large) number of 、 17、复习备考 study for a test 、 18、去看医生 go to the doctor 、 19、上钢琴课 have/go to a piano lesson 、 20、看望我的姑妈 visit my aunt 、 21、顺便来访 come over 、 22、后天 the day after tomorrow 、 23、去看电影 go to the movie 、 24、去参加音乐会 go to the concert 、 25、在星期六下午 on Saturday 、 26、临时照看他的妹妹 babysit his sister 、 27、保持安静 keep quiet 、 28、整天 the whole day 、 29、擅长；在……方面做得好 be good at 、擅长；方面做得好
八年级上册Units 4-6复习教案一复习目标：知识目标：能听说读写所有的黑体单词和词组能力目标：就本单元的黑体词，重点短语， 3a进行单选和完成句子。二、复习步骤，内容和方法听写或翻译黑体字和词组 1、到校 get to school 、 2、乘地铁公汽船/火车公汽/船火车、乘地铁/公汽 ①take the subway/bus/ship/train ②go…by subway/bus/ship/train 3、骑自行车 ride the bike/go…by bike 、 4、步行 take a walk/go…on foot 、 5、起床 get up 、 6、快速吃早餐 have a quick breakfast 、
很少的asmallnumberof16大量的agreatlargenumberof17复习备考studyforatest18去看医生gotothedoctor19上钢琴课havegotoapianolesson20看望我的姑妈visitmyaunt21顺便来访comeover22后天thedayaftertomorrow23去看电影gotothemovie23去看电影gotothemovie24去参加音乐会gototheconcert25在星期六下午onsaturday26临时照看他的妹妹babysithissister27保持安静keepquiet28整天thewholeday29擅长

冀教版英语八年级上(教学案)：Unit 4

Unit 4 My Neighbourhood话题Topic 社区(Neighbourhood)功能Functions 谈论社区(Talking about Neighbourhoods) 指路(Showing the Way)语法Grammar because引导的原因状语从句(Adverbial Clause with“because”)词汇和常用表达Words & expressions 1.能正确使用下列词汇 (按词性排列)名词:biscuit,coffee,block,bank,treat,mile动词:complete,cost,fix形容词:perfect,thirsty,whole名词&动词:interview,sound介词:through,across 其他: himself2.能正确使用下列常用表达go past/by…,tea biscuit,be/get lost,the way to…,turn right/left,at the…crossing,…blocks (away)from…,be busy doing…,sound like,have the flu,across from3.能认读下列词汇:neighbourhood,bakery,downtown,cherry,sidewalk,entrance,pond,freeze, hockey,chat,tailor,enjoyable,flu学习策略Strategies 1.树立自主学习的意识。

2.学会使用工具书查找信息。

3.总结所学语言材料中的语言规律并加以利用。

4.善于抓住用英语交际的机会。

文化知识Culture 了解国外的社区和居住环境与中国的相同点、相似点及不同之处。

三维目标Three-dimensionaltarget 知识与技能1.能掌握以下单词:perfect,thirsty,complete,biscuit,coffee,through,himself,block,bank,whole,cost,interview,fix,sound,treat,mile,across2.熟练掌握本单元短语:go past/by…,tea biscuit,be/get lost,the wayto…,turn right/left,at the…crossing,…blocks (away)from…,be busydoing…,sound like,have the flu,across from3.能掌握以下句型:Can you tell me the way to the movie theatre?Go down this street.Turn right at the second crossing.There is a pond near my house.I’m going to buy a map of the city because I don’t want to getlost again.4.能掌握以下语法:because引导的时间状语从句。

冀教版英语八年级上册Lesson 4 教学设计

初中英语冀教版八年级上册第一单元Lesson 4 Best Friends课题时间主备人授课人班级审核人阶段环节教学过程教师活动学生活动目标导航学习目标掌握词汇：copy, surprise, lend,enemy, deal接触词汇：Patrick, Grant, pea,pod, angrily, cheat,following, gym, embarrassed短语和句型：two peas in apod, spend... (in)doing..., toone’s surprise, make a deal向学生明确目标明确这节课该干什么自主预习掌握本课单词和短语的读法，并能了解文章大意。

自学第一阶段预学案预习自测预习反馈：（2-3mins）翻译：1.豌豆_____2.豆荚._______3.抄写；复制；复制品_______4.意想不到的事；使惊奇________5.生气地________拓展：生气的______ 6.借给______过去式____7.作弊；欺骗______8.接着的______9.体育馆_______10.尴尬的_______11.敌人______12.交易；处理______1.花费____2.同意______3.可怕的______4. 分手_____5 观看___6. 微笑_____（一）词组翻译1.互相______________2.使某人吃惊的是______________________3.在…..末尾___________ 4.走过来________伸出________________6.不得不_______7.达成协议________教师验收预习效果从课本查阅完成练习学生作答第二阶段教学案合作探究：交流展示：精讲点拨：(25mins )（二）、结构1. stop doing sth ./ stopto do sth 辨析及例句__________________________1.spend…on/spend…(in) doing sth 例句检查单词及词组的读法并校正。

河北省石家庄市复兴中学八年级英语上册：Unit4What’sthebestmovietheater第三课时教学案（无答案）

Unit4 What’s the best movie theater?第三课时教学案班级姓名小组号【学习目标】1.形容词和副词最高级的用法2.形容词和副词最高级的构成3.形容词和副词最高级的常用句型【重点难点】重点：形容词和副词最高级的构成难点：形容词和副词最高级的构成以及常用句型【学情分析】本节课是第四单元的第三课时，主要是学习形容词的最高级，其中包括形容词和副词最高级的用法，构成以及其常用句型。

其中形容词和副词最高级的构成是初中阶段的常考点，需要学生牢记变化的规则以及其常用的句型，然后做大量的练习巩固掌握。

【导学流程】自主学习内容一回顾旧知1.细致地________2.记者_________3.到目前为止_________4.新鲜的_________5.舒服的，舒适的_________6.更差的_________7.接待，服务_________8.相当，十分________二基础知识感知：1.菜单_________2.扮演，表演者_________3.餐，食物_________4.有创造力的_________5.表演者，演员_________6.天资_________三、探究问题Finish 1a and practice 1e in page 28.四、基础知识拓展与迁移：Talk about 2a with your classmates in page 29.请及时记录自主学习过程中的疑难：小组讨论问题预设:形容词和副词的最高级1.形容词和副词最高级的用法最高级表示三者或三者以上(人或事物)的比较。

表示在一群人或事物中,其中一个“最...”。

句中常含有表示比较范围的介词of或in短语，形容词的最高级前一般要加定冠词the, 副词最高级前的the可以省略.Eg：Jim is the __________ boy of them.吉姆是他们当中最高的男孩儿。

Eg：Mary runs (the)___________in he r class.玛丽在班里跑得最快。

河北省石家庄市复兴中学八年级英语上册(U3--U4)--总结复习教学案及限时练

八年级英语教学案（U3--U4）--总结复习班级姓名小组号【学习目标】1.知识与技能：掌握复习形容词及副词的比较等级的构成规则，背诵单词短语2.过程与方法：通过总结背诵这两个单元重点短语熟练掌握最高级的用法，完成试题3. 情感态度与价值观：了解我们周围那些最出色的人或物,周围环境中有很多值得我们去珍惜的事物。

【重点难点】重点: 能运用所学的形容词或副词的最高级的用法完成试题，总结短语难点：能运用所学的形容词或副词的最高级的用法来描写自己周围的一些地点和事物等。

【学情分析】本单元语法学生掌握较好，主要是形容词，副词比较级，最高级变化及用法，大部分同学已掌握，希望通过今天的试题让学生对知识点的掌握更加熟练，并复习总结这两个单元的知识点，复习课本知识【导学流程】自主学习内容一、回顾旧知：标出下列短语的汉语意思并背诵1 与…..相像2 有音乐天赋3 使某人做某事4 嘲笑5 对……. 要求严格6 在….方面要求严格7 与……相处得好8 认真对待…..9 更友好10 只要11 交朋友12 关心，在意13 实际上14 使显现15 与………不同16 和…….相同17 感动某人18 像一面镜子19 唱歌比赛20 帮助做某事1 坐某人的座位2 离….近3 选择做某事4 因某事而感谢5 有相同特征6 由..决定7 发挥作用8 在做某事中发挥作用9 编造故事10 在镇上11 擅长做某事12 实现13 你认为…….怎么样？14 才艺表演节目15目前为止16 各种各样的17 全世界二，基础知识感知根据句意及首字母提示填写单词。

1．You can see yourself in the m ．2．It's n for you to learn English well if you want to work in America in the future.3．Most of us write with our right h ．4．Li Ming is nine years old and he studies in a p school.5．We can get much useful i on the Internet.Ⅱ用适当的介词填空。

河北省石家庄市复兴中学八年级英语上册Unit6I’mgoingtostudycomputerscience第五课时教学案（无答案）

Unit6 I’m going to study computer science.第五课时教学案班级姓名小组号【学习目标】1.take up的含义及拓展短语。

2.too...to, so...that,与enough to的转化。

3. meaning的相关搭配及句式4.own与kind的相关短语【重点难点】重点：meaning的相关搭配以及own与kind的用法。

难点：too...to, so...that,与enough to的转化。

【学情分析】本节课是第六单元的第五课时，主要内容包括take up的多重含义，meaning，own以及kind 等重点单词的用法，其中too...to, so...that,与enough to的转化是本节课的难点，虽然之前提过，但是学生的做题效果都不太理想，需要多举例，学生之间积极讨论。

【导学流程】自主学习内容一回顾旧知1.改进，改善_________2.写下，记录下_________3.身体的_________4.他们自己_________5.关于，与...有关系_________________6.自我改进_________7.学着做，开始做_________8.业余爱好__________二基础知识感知：1.用颜料画_________2.每周的_________3.学校作业_________4.怀疑，提问_________5.意义，意思_________6.讨论，商量_________7.自己的_________8.个人的，私人的_________9.关系，联系_________三、探究问题Finish 1a and practice 1e in page 46.四、基础知识拓展与迁移：Talk about 2a with your classmates in page 47.请及时记录自主学习过程中的疑难：小组讨论问题预设:1. Some people m ight say they are going to take up a hobby like painting or tak ing photos, or learn to play the guitar. 有些人可能会说他们将开始培养某种业余爱好，如绘画摄影或者学习弹吉他（教材45页2b）take up此处意为“(尤指为消遣)学着做;开始做"。

冀教版英语八年级上册Unit 4 第6课时教案与反思牛老师

第六课时Lesson 24: I Need a Map!祸兮福之所倚，福兮祸之所伏。

《老子·五十八章》涵亚学校陈冠宇重点单词flu n.流行性感冒mile n. 英里across prep.横过……，从……一边到另一边重点短语I’m doing well. 我很好。

have a flu 感冒across from 在对面；在对过重点句子 1.This week，I got to know myneighbourhood.这星期，我逐渐了解了我的社区。

2.Life in a new neighbourhood is notvery easy. 在一个新的社区生活并不容易。

3.I was going to meet Danny at the movietheatre.我打算在电影院和丹尼见面。

4.Thanksgiving was a lot of fun. 感恩节充满了乐趣。

教学难点运用所学知识介绍在新环境中的生活情况环节1 新课导入Lead in by discussing the following questions：1.How did Jenny and Brian go to school on Monday？2.What does Jenny like to do？3.Where was Danny waiting for Brian？Discuss the questions in groups.Divide the class into groups of three or four to finish the task.After several minutes，let some students come to the front to show it.设计意图：通过简单的对话导入本课要学习的内容。

环节21.Read the text and answer the following questions：(1)How far is the school from Unle David’s home？(2)What can we see across from the bookstore？(3)How does Brian like his life in the new neighbourhood？2. Read the text and answer the following questions：(1)What places do Jenny and Brian pass on their way to school？(2)Who helpe Brian find the way？(3)What did Brian do during Thanksgiving？3. Read the text again and let the students retell the passage withtheir own words.Don’t read the passage.Let them sum the main ideaof the e-mail..4. Ask some students to speak in front ofthe class.5. Listen to the tape and finish Exercise 1 together.Read the lesson again and finish off Exercise 2.6. Ask the student to finishoff Exercise 3 by themselves.7. Finish off Exercise 4 in “Let’s Do It！”.8. 要点点拨。

河北省石家庄市复兴中学八年级英语上册：Unit4What’sthebestmovietheater第一课时教学案（无答案）

Unit4 What’s th e best movie theater?第一课时教学案班级姓名小组号【学习目标】fort的各种词性变形。

2. close在不同语境下的多种含义。

3. sound, voice与noise的区别。

4.choose的各种词性及短语搭配。

5.bad，cheap最高级形式。

【重点难点】重点：形容词的最高级的变法。

难点: 形容词的最高级的变法以及choose的变形。

【学情分析】本节课是第四单元的第一课时，最重要的知识点就是形容词的比较级和最高级的变法，其中最高级的变形是重点，另外会涉及一些重点单词的多种含义以及cho ose的短语搭配，需要学生们积极讨论并多举例子让他们做，才会掌握。

【导学流程】自主学习内容一回顾旧知复习三单元的主要词汇短语。

二基础知识感知：1.戏剧，剧场_________2.使人舒服的_________3.座位_________4.屏幕_________5.接近_________6.票，入场券_________7.最坏的_________8.便宜的_________9.歌曲_________ 10.选择_________三、探究问题Finish 1a and practice 1e in page 25.四、基础知识拓展与迁移：Talk abo u t 2a with your classmates in page 26.请及时记录自主学习过程中的疑难：小组讨论问题预设:1. comfortable seats 舒适的座位(教材第25页1a)comfortable形容词,意为“使人舒服的;舒适的”。

其反义词为uncomfortable,比较级和最高级分别为more comfortable、most comfortable。

Eg：The seats are __________________________ than those. 这些座位比那些更舒服。

八年级英语上册(Units4-6)复习教案

How do you get to school?
How does he/she get to school?
I ride a bike to school./I get to school by bike./I get to school on my bike.
He walks to school./He gets to school on foot.
Pedro is funnier than Paul.
Tom is more athletic than Sam.
That must be a lot more fun than taking a bus.
What’s today?
Have a quick breakfast, depend on, study for a test, come over
保安部工作制度一认真贯彻党的路线方针政策和国家的法津法觃按照年度目标的要求做好的安全保卫工作保护全体人员和公私财物的安全保持正常的经营秩序和工作秩二做好消防安全工作认真贯彻预防为主的方针教育提高全体人员的消防意识和防火知识配备配齐各个楼层的消防器材管好用好各种电器设备确保各通道畅通严防各种灾害事故的发生
Tom is more athletic than Sam.
That must be a lot more fun than taking a bus.
What’s today?
Have a quick breakfast, depend on, study for a test, come over
I ride a bike to school./I get to school by bike./I get to school on my bike.

英语初二上冀教版unit4全单元教案

英语初二上冀教版unit4全单元教案Unit 4 My NeighbourhoodLesson 25 No stoppingTeaching Content:Mastery words and expressions: corner, turn, cross, pass, on one’s /the way to, go/walk past/byKnown words and expressions: neighbourhood, bakery, bookstoreTeaching Aims:Learn to ask the way and cultivate the munication ability.Teaching Important Points:1. Ask the way.2. Point to the way.Teaching Difficult Points;Show the way to the others.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Greeting the students. Ask the student on duty to report the situation in the class.Step2. Discuss your townAsk the students to talk about the town. Such as : it’s changes and circumstances. Tell them that in Canada, people live i n munity. Talk about the neighbourhood.Step3. Answer the questions:1. What places do you pass on your way to school?2. Look at the pictures. What places do Jenny and Briain pass on t heir way to school?Discuss the two questions and change their ideas with their partners.Step4.Play the audiotape with the following questions:1. Where are they going?2. How do they usually go to school?3. Where do they pass on their way to school?4. Do they have time to stop?Step5. Read the text silently by the students. Then check the answer s. Read it loudly in class in roles. The teacher walks around to s ee if they need some help.Sep6. Ask the students to work in groups and draw a map on which show the favourite places Jenny and Brian pass on their way to scho ol. Then ask them to retell the story with the aid of the map. Step7. e to “LET’S DO IT!”Have students brainstorm what they know want to say about the subjec t.Ask some volunteers to speak in front of the class.Step8. 1. Finish off the activity book.3. Go on the next reading in the student book.summary1. It’s easy and interesting talking about the subjects around us. Let’s all take care the changes and circumstances.Before class, you can ask students to search some information about the neighbour and munity in western countries.Lesson 26 The Best NeighbourhoodTeaching Content:Mastery words and expressions: football, place, over thereNew words and expressions: soccer, coffee, coffee shop, video, video tore,Teaching Aims:It encourages students to think about the similarities and differences between Canadian neighbourhoods and their own neighbourhoods. Teaching Important Points:1. Design the neighbourhood of one’s own.2. Talk about likes and dislikes.Teaching Difficult Points:Draw maps according to one’s own imagination.Teaching Preparation: mapsTeaching Aids: audiotape, flashcards, mapsType of Lesson: new lessonTeaching Procedure:Step1. Lead in the lesson with the following questions:1. Are you satisfied with your neighbourhood?2. Where would you like to live?3. Would you like to live in a neighbourhood with lots of parks or stores?Step2. Listen to the tape and answer the following questions:1. How many bookstores did Jenny draw?2. Would Jenny like to live in a place with a park?3. Does he like a coffee shop?4. What else does Jenny need?Step3. Read the text carefully and draw maps. Draw what Jenny’s and Brian’s neighbourhood like.Change your maps with your partners.Step4. Finish the project:Talk about your neighbourhood. What will you like it to be? Would y ou like to live in a neighbourhood with lots of parks and stores? Discuss the project in groups. Then write it down. Remember to demon strate your excuses.Find your partners who can live together. Does anyone else have the same opinion with you? Do you have the same interest?Step5. e to “PROJECT”.Draw a map of a neighbourhood where you would like to live—the best neighbourhood.Share your maps to the partners.Step6. Encourage the students to explore all the readings for this u nit in the student book and read for vocabulary. Encourage them to think of vocabulary they already know.After about five minutes, ask the groups for some of the words they found or remembered. You could ask each group for three words in turn, and tell them they cannot repeat words when it’s their turn. Keep going from group to group until nobody can think of new words.Step7.1. Finish off the activity book.2. Go on the next reading in the student book..Summary:The important work in the class is to draw maps and build your voc abulary. The teacher can bring a map of own munity to the class. I t can increase students’learning interest and lead in the class ea sily.Lesson 27 My map, Your Map, Our mapsTeaching Content:Mastery words and expressions: page, centre, bank, parking lot, by, a cross, across fromKnown words and expressions: shopping centre, movie theatre, at the t op of, in the top/bottom left cornerTeaching Aims:1. Build the sense of learning by oneself.2. Find the similarities and differences between Canadian neighbourhood s and their own neighbourhoods.Teaching Important Points:1. Pronouns2. Ask questions about the directions.Teaching Difficult Points:Patterns: What’s that place beside the shopping centre?Teaching Preparation: mapsTeaching Aids: audiotape, flashcards, mapsType of lesson: new lessonTeaching Procedure:Step1.Ask some volunteers to tell what their ideal munity is like. A t the same time, ask the others if they have the same opinion. Step2. Take out the map of your munity. Show it to the class first . Then the teacher covers a part of it, let them guess where it i s.Step3. Listen to the tape and answer the following questions:1. What are Jenny and Danny doing?2. What is the square in the bottom left corner?3. What’s above the bank?4. What’s the square across from the parking lot, to the right? Step4. Read the text silently and check the answers. Then read it l oudly in roles in pairs.Step5. Act the dialogue out in front of the class.Step6. Draw maps of the students’own munities. Let the students wh o live in the same munity to check if they make any mistakes.Step7. Use the maps we drew to play the game.Play the game in groups in four. Cover a part of your map. Then l et the others in the same group to guess what it is. The student who can guess more places than others is the winner.Step8. e to “PROJECT”.What’s missing from your map?Play the game with a friend.Put a piece of paper over one of the maps, so you can’t see it. Ask a friend to put a piece of paper ove LessonLesson 28 Turn Right, Turn LeftTeaching Content:Mastery words and expressions: along, sidewalkKnown words and expressions: Can you tell me the way to…?Teaching Aims:Know about the traffic roles in Canada and pare it with the ones i n China.Teaching Important Points;1. Ask the way.2. Show the way to others.Teaching Difficult Points:Some expressions: the way to, look right, turn right, walk along Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Remind the students the names of the buildings. Such as: book store, grocery store, bakery, video store, mailbox, post office, apa rtment, house, hotel, beach, restaurant, swimming pool, library, bus s top, cinema, school, shop, sidewalk, park, parking lotStep2. Listen to the tape and imitate after it. Then listen again. Let the students notice the rhyme, rhythm and repetition in the song . These are good devices for developing an “ear for English”.Step3. Read the song by students themselves. Help them understand sen se groups in the song.Step4. Discuss the projectDivide the students into several groups and discuss the following que stions:1. Where must you walk in China?2. Are the traffic rules in China the same as the ones in Canada?Write your answers down and report to the class.Stp5. Finish the task1. If you are in school now, you want to go to the post office t o post a letter. Write the rote down. Discuss it with your partners .2. Organize a dialogue and act it out in front of the class.Step6. Let’s sing the song together. Help them to sing in rows. Encourage then to sing loudly.Step7 .e to “LET’S DO IT”.Step8.1. Finish off the activity book.2. Go on the next reading in the student book.SummaryThere are so many beautiful songs in the book. Listen them carefully and it will bring you to a pretty world. Let the students feel t he rhythm of the music.the other maps.Ask your friend questions to learn what’s missing on your map. Let your friend ask your questions. Write th e missing places on your maps.Then, make your own map game. Give your game to a pair of your cl assmates. You play their game. They play your game.Step9. 1.Finish off the activity book.2．Go on the reading in the student book.SummaryMaps are used often in the class. So before the class, drawing maps must be prepared carefully.Lesson 29 My NeighbourhoodTeaching Content:Mastery words and expressions: cost, sugar, cook, ownKnown words and expressions: hockey, chocolate, hot chocolate, make a lot of drinks, ask …to doTeaching Aims:1. Learn about the typical neighbourhoods in Canada.2. Think about the similarities and differences between Canadian neigh bourhoods and their own neighbourhoods.Teaching Important Points:1. Introduce one’s neighbourhood.2. Talk about likes and dislikes.Teaching Difficult Points:Describe one’s neighbourhood.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Sing the song in Lesson 28 together. Then let a few voluntee rs act in front of the class.Step2. Listen to the tape with the following questions:1. What does Michael like to do in winter?2. What does the shopping have in Machael’s neighbourhood?3. What’s hot chocolate?4. Does Machael help at home?5. What does Machael do at home?Step3. Read the text silently and check the answers. Let some studen ts read the text loudly in class. Help them if they have trouble. Step4. Write a passageIntroduce your neighbourhood in class. First write it down. Then disc uss the passages in groups. Let’s see whose neighbourhood is the most popular. Check if your neighbo urhood exits safe questions. Report it to the police when you go ba ck home.Step5. Talk about the subject: What do you do everyday at home?Ask some volunteers to e to the front. Tell what they do at home every day. The others listen and give their opinion if the student’s habits reasonable.Step6. Listen to the tape again. The students read after it until t hey can read it fluently.Step7. e to “LET’S DO IT”.Is Michael’s life the same as yours? How is your life different? Do you help at home? Do you wash your own clothes? Where do you shop? Write a short passage about your life.Share your passages with the others in your group. Choose the best one to read in front of the class.Step8.1. Finish off the activity book.2.Go on the next reading in the student book.SummaryThe teacher encourages students to speak in front of the class, whic h is very necessary in training the spoken English. Tell them not t o be shy and he will do better next time.Lesson 30 Eat a Donut and Turn RightTeaching Content:Mastery words and expressions:, a piece of, straight, wrong, cinema, get/ be lost, turn right, at the…crossingKnown words and expressions: until, till, crossing, walk until you se e the movie theatre.Teaching Aims:1．Cultivate the spirit of cooperation in finishing the task.2．Write a position with what we learn in the text.Teaching Important Points:1. Ask the way.2. PronounsTeaching Difficult Points:Show a place to the others.Teaching Preparation: FlashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Talk about the following content:1. What do you like to do after school?2. Where do you like to go?The students talk about the subject with the partners. After five mi nutes, let some volunteers e to the front to express their opinions.Step2. e to “THINK ABOUT IT!”1. Have you ever lost before?2. How did you find your way back?Getting lost is familiar experience in one’s life. So give them chances to speak in front of the class. In o rder to share the chances, every two students have one chance to sp eak for five sentences.Step3. Listen to the tape with the following questions:1. Where is Brian going?2. Why does Brian get lost when he reads Danny’s note?3. Did Brian arrive at the cinema at last?Step4. Read the text silently and check the answers. Then read thetext loudly in class. Answer another question: “How do they arrive at the theatre?”Step5. Make up dialoguesSuppose you are on your way to a hotel. It is late now. You are very worried. What will you do now?Work in groups and make up dialogues. Then act it out in front of the class.Step6. Where am I?Draw a map on the blackboard and point where you are. Now you are in the school, you must go to the train station to meet your unc le, how should you get there? Draw the rote in your exercise book. Then write it down in English. Work in pairs. Tell your partner h ow you can get there.Step7. e to “LET’S DO IT”.Act out a play with a partner. One f you is looking for a booksho p, theatre or museum, but you don’t know the way. The other is a policeman who offers to help.Work in pairs. Write it down when it is necessary. Act it out in front of the class.SummaryAsking the way is a kind of ability that we must grasp in our dai ly life. Spend more time on practice in the class. Remember to enco urage all the students to speak.Lesson 31 I Need a MapTeaching Content:Mastery words and expressions: keep, envelopeKnown words and expressions: get to know, It isn’t easy to live. Teaching Aims:1. Find the subject of a passage.2. Express one’s feeling in English.Teaching Important Points:1. Predict what Brian wrote in his diary.2. Pronouns.3. Retell one’s experience.Teaching Difficult Points:Re tell one’s experience.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching procedure:Step1. Retell the story in Lesson 30.Step2. Suppose you are hungry, you are looking for a restaurant. How do you ask the way? Let the students discuss. The teacher writes their answers down.1. Can you tell me the way to the restaurant?2. Excuse me…3. Which is the way to…?4. How can I get to…?Step3. Listen to the tape with the following questions:1. When did Jenny and Brian walk to school?2. What is the bakery for?3. What happened to Brian yesterday?4. What will Brian ask his uncle to buy?Step4. Read the text silently and check the answers. Then read it l oudly in class.Step5. Divide the class into several groups and ask each group to w rite what happened to Brian in three sentences. They must think and summarize. They must also describe Brian in the third person.Step6. Listen to the tape again and have a further study to the te xt.Step7 e to “LET’S DO IT”.One of your friends from another city is ing to see you. Write an e-mail to him or her giving directions to your house.Read it to your partner. Let’s see if he can find your house. Is your demonstration clear enough ?Step8.1. Finish off the activity book.3. Go on the next reading in the student book..Summary:You must learn to record your experience. Can you write it clearly according to your story? Work hard and practice more, you will make much progress.Lesson 32 Unit ReviewTeaching Content:Mastery words and expressions from Lesson25 to Lesson31.Known words and expressions in Lesson25-31.Teaching Aims:This unit presents information about typical Canadian neighbourhoods. S tudents learn about the types of stores and housing in Canadian neig hbourhoods, and learn vocabulary to describe these neighbourhoods and their own.Teaching Important Points:1. Ask the way.2. Pronouns.Teaching Difficult Points:Show the way to the others.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: Review LessonTeaching Procedure:Step1. Remind the students the words of the places.Description: The students raw a map of a neighbourhood where they wo uld like to live. They label everything in their neighbourhood in En glish. They can include anything they can describe in English. In sm all groups, each student takes a turn presenting his or her map. Step2. Work with partnersIn Lesson27 of the student book, on the second page, there are two maps of the same neighbourhood. Each map has different missing neig hbourhood. Each map has different missing information. In pairs, the students cover up one or the other map, and figure out the missinginformation o the map they can see by asking their partners questi ons. Then they create their own missing information maps. They exchan ge their work with another pair of students, and each pair plays th e game with the new maps.Step3. Sing the song in Lesson28: Turn Right, Turn LeftStep4. Describe your daily life. Practice prepositions of position, na mes of neighbourhood places, and asking and giving directions.Step5. Deal with the exercises.Step6. Finish off the activity book. If you have time, sing the son g again together.SummaryIn this lesson, we must review what we learn in this unit. On the other hand, we deal with the deal with the difficulties in the ex ercises. The teacher must be very careful to arrange the class well.。

八年级英语上册教案Unit-4-Unit-6

八年级英语上册教案Unit-4-Unit-6Unit 4 How do you get to school?I. Teaching article(课题): Unit FourII. Teaching aims and demands(教学目的和要求): How do you get to school? -- I take the bus.How long does it take? --It takes 20 minutes.How far is it? --It’s 10 miles.III. Teaching importance and difficulty(教学重难点):Talk about how to get to places.IV. Teaching ways(教学方法):Revision, Learning, Practice and Reading.V. Teaching tools(教学工具):Tape-recorder and Lattern.V. Teaching time(教学时间):Six periodsVI. Teaching procedure(教学过程):The first periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target language. Oral practice.2. Ability ObjectsListening skill. Writing skill. Communicative competence.3. Moral ObjectKnow about some traffic rules.II. Teaching Importance and DifficultyTarget language.Hey, Dave. How do you get to school?I walk. How about you, Sally? --I ride my bike.How does Emilio get to school? --He takes the train.III. Teaching MethodsListening method. Writing method. Pairwork.IV. Teaching AidsA tape recorder..V. Teaching ProceduresStep I Greet the class as usual and check the homeworkStep II Learn the new words.Step III Section A 1aFirst ask students to look at the picture. And read the sample sentences to them.Ask them to repeat.Hey, Dave. How do you get to school? --I walk. How about you, Sally?I ride my bike.Step IV 1bFirst ask students to say what each person is doing. Write the phrases on the board.Walking Riding a bike Take the trainTaking the subway Take the busStep V 1c PairworkAsk two students to read the dialogue I the speech bubbles to the class.Sa: How does Bob get to school? Sb: He takes the train.Step VI Culture NoteYou may wish to include in the lesson names for other forms of transportation that are common I the students’ home culture.Step VII Summary and HomeworkThis class we’ve learnt some key vocabulary and the target language. How do you (does he) get to school?Do you know how your parents go to work? Next class I’ll ask some of you to tell me the answers.The second periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target language. Oral practice. Grammar Focus.2. Ability ObjectsListening skill. Writing skill. Communicative competence.3. Moral ObjectDon’t be late for school.II. Teaching Importance and DifficultyTarget language. Oral practice. Grammar Focus.III. Teaching MethodsListening and writing methods. Pairwork.IV. Teaching AidsA tape recorder..V. Teaching ProceduresStep I Greet the class as usual and check the homeworkStep II 2aNow open your books at page 20. Look at the transportation pictures. I’ll ask a student to identify each picture.Picture 1 a train Picture 1 a bus Picture 1 walkPicture 1 a subway Picture 1 a bikeStep III 2bFirst point to the clocks and their times. Ask eight students to read the time one by one to the class.a. 10 minutesb. 15 minutes a. 25 minutes b. 30 minutes a. 35 minutes b. 40 minutes a. 50 minutes b. 55 minutes Step IV 2c PairworkT: Now please look at the sample dialogue. I’ll ask two students toread it to the class. Who would like to read? Oh, you two, please. Sa: How do you get to school?Sb: Well, I usually walk but sometimes I take the bus.Sa: How long does it take?Sb: It takes about 10 minutes to walk and 15 minutes by us.Step V Grammar FoucusReview the grammar focus box. Ask students to say the statements and responses.Step VI SummaryThis class we’ve learnt to talk about how to get to school and how long it takes to get to school.Step VII HomeworkWrite down grammar sentences in your exercise books.The third periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Reading and writing practice. Oral practice.The exercise of the workbook.2. Ability ObjectsWriting skills. Reading skills. Communicative competence.3. Moral ObjectBe careful when crossing the street.II. Teaching Importance and DifficultyOral practice. The exercises of the workbook.III. Teaching MethodsReading and Writing method. Pairwork.IV. Teaching AidsA projector.V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II Show the new words on the blackboard.Step III 3aT: First I’ll ask some questions. How can you get to school? How long does it take? Who would like to answer these questions? OK. You please.Sa: I take a bus. It take twenty minutes.Sb: I ride my bike. It takes fifteen minutes.Sc: I walk. It takes about seven minutes.T: Great. Now open your books at page 21. Let’s look at the reading passage. I’ll ask a student to read it to the class.Step IV 3bShow the pictures and the time and distance on the blackboard.Ask one student to name one form and transportation and read theinformation that goes with it. Ask other students to name the other three.Step V Info gap race!First help the students form groups of three. Because threestudents work together in this activity.Ask the other students questions. Then fill in the blanks. Tell students the first group to fill in all the blanks wins. They will get little presents.Step VI Map practiceQ: How far is it from to ?A: It’s miles(kilometers).Q: How long does it take to go from to ?A: It takes (hours).Step VII Summary and HomeworkThis class we’ve had reading and writing practice. And we’ve done a game.Finish off the workbook exercise.The fourth periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Oral practice.2. Ability ObjectsListening skills. Reading skills.3. Moral ObjectKnow about some signs of traffic.II. Teaching Importance and DifficultyOral practice using the target language:How do you get to school? --Well, I ride my bike to the subway station.Then I take the subway.III. Teaching MethodsListening method. Reading method. Pairwork. Groupwork. Practice.IV. Teaching AidsA tape recorder. A projector. Large chart paper, colored markers. V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II Section B 1aShow some pictures on the blackboard. Teach students some key words.This is a train station. Trains stop here. This is a bus stop. Because stop here.This is a bus station.Step III Group MuralTape together several pieces of large chart paper and ask students to use colored markers to make a transportation mural.Step IV 1b PairworkFirst ask two students to read the dialogue to the class.Sa: How do you get to school?Well, I ride my bike to the subway station. Then I take the subway. Step V 2bFirst ask a different student to say what kinds of transportation each picture shows. Then tell students picture I shows riding a bike to the subway, taking another bus after the subway and walking from the bus stop to the school.Step VI 2c GroupworkIn this activity let students tell how Nina gets to school. Ask students to use the pictures in 2b. And write these sentences on the blackboard.First she … Next she… Then she…Step VIII Optional ActivityExplain the practice of the sentences starters First she…,Then, she… by writing the sentences on the blackboard.First I get up. Next I take a shower. Then I have the breakfast.Step IX Summary and HomeworkThis class we’ve learnt some key vocabulary and had oral practice. After class ask your parents how they get to offices. Next class I’ll ask some of you to report to the class.The fifth periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Reading passage. Reading and writing practice. 2. Ability ObjectsWriting skills. Reading skills. Survey.3. Moral ObjectTell students a moved story.II. Teaching Importance and DifficultyReading and writing practice. Survey.III. Teaching MethodsReading and Listening method. Survey method.IV. Teaching AidsA projector.V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II Show some new words on the blackboard. Teach the new words and ask students to repeat.Step III 3aNow let students read the article again. Then have them look at five sentences on the blackboard.1. In North America, not all students take the bus to school.2. Other parts of world are different from the United States.3. In Japan, the three popular ways of getting to school are bus, train and bike.4. In China, bikes and houses are the most popular means of transportation.5. Students in Hongshanhu and Kaishandao have to take a boat to get to school.Answers: 1. T 2. T 3. F 4. F 5. TStep IV 3bFirst let students look at the chart.This chart shows how students get to Garden High School.Make sure students know what to do. Ask them to finish the activity individually according to the chart.Step V 3cJust now you filled in on article about how students get to Hilsville High School. How do students get to your school?Step VI Survey Find someone who…Tell students we’ll do a survey. Please turn to page 92. Go around theclass and ask questions like this:How far do you live from school How do you get to school?How long does it take to get to school?Step VII SummaryToday we’ve learnt some key vocabulary and done some reading and writing practice.StepⅧHomeworkWrite 3c down in your exercise book.The sixth periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Reading and oral practice. Just for Fun. Exercises of the workbook.2. Ability ObjectsWriting skills. Oral practice.3. Moral ObjectHelp someone who has trouble.II. Teaching Importance and DifficultyOral practice. Exercise of the workbook.III. Teaching MethodsReading method. Speaking method. Self check method.IV. Teaching AidsA projector.V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II Show some new words on the blackboard. Read the new words and ask students to repeat.Step III Self Check 1First tell students to use words: ride, take, think of, and get to1. How do you get to school in the morning.2. What do you think of the transportation in your town?3. When it rains I take a taxi.4. How far do you live from the bus station?5. I like to ride my bike on the weekend.Step IV 2First let students look at the picture.Image you meet an American who needs help. His friend is ill in hospital.Ask students to work in pairs to write out the conversation. Walk around the class offering language support where necessary.Step V Just for Fun!Ask students to read the cartoon to themselves.How do they get to school? They cater pillar walks. The butterflyflies.Step VI WorkbookUnscramble these questions. Then answer them. Use the words in pairs.Q: How do you get do the store? A: I take a train.Step VII SummaryToday we’ve reviewed key vocabulary in this unit and done some reading and writing practice.Step HomeworkFinish off the exercise of the workbook.Unit 5 Can you come to my party?I. Teaching article(课题): Unit FiveII. Teaching aims and demands(教学目的和要求):Can you come to my birthday party? --Yes, I’d love to.So rry, I can’t. I have to study for a test.I’m sorry. I’m playing soccer on Saturday.When is the party? --It’s at seven-thirty.III. Teaching importance and difficulty(教学重难点):Make, accept and decline invitation. Talk about obligation.IV. Teaching ways(教学方法):Revision, Learning, Practice and Reading.V. Teaching tools(教学工具):Tape-recorder and Lattern.V. Teaching time(教学时间):Six periodsVI. Teaching procedure(教学过程):The first periodI. Teaching Aims and Demands1. Knowledge Objects Key vocabulary. Target language. Groupwork.2. Ability Objects Learning skill. Communicative competence.3. Moral Object Learn some foreign culture.II. Teaching Importance and DifficultyCan you come to my party on weekend? --Sure, I’d love to.Sorry, I can’t. I have a piano lesson. I’m sorry, too. I have to go to the doctor.III. Teaching MethodsListening method. Learning approach.IV. Teaching Aids A tape recorder. OHP.V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II Section AT: Can you come to my party?Show these expressions on the blackboard by a projector. Read the expression to the class and ask the students to repeat each one.S: I’d love to …I’m sorry , I have to …Step III 1aHelping his parents studying for a testGoing to the doctor babysitting Having a piano lessonThen ask students to write the letter of the correct picture in the blank next to each of the phrases.Step IV 1bLet the students to complete the activity individually.Listen carefully.Ask students to complete the activity individually. Then correct the answers.Step V 1c GroupworkFirst let four students read the example in the speech bubbles to the class.A: Can you come to my party on Wednesday?B: Sure, I’d love to.C: Sorry, I can’t. I have a piano lesson.D: I’m sorry, too. I have to go to the doctor.Then help students form groups of four.Step VI An Optional ActivityAsk students to practice some invitation and refusals.Play the recordings for the class and have a student ask about any words or sentences they can’t understand.Step VIII Culture NoteIn some cultures, it is not considered polite to accept an invitation the first time it is offered. In such places people usually thank the people but do not give a definite answer at that time.Step IX Summary and HomeworkThis class we’ve learnt some key vocabulary and the target language. After class ask write the phrases in 1a down in your exercise books.The second periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target language. Grammar focus.2. Ability ObjectsLearning skill. Communicative competence.3. Moral ObjectIt’s polite to refuse one’s invitation if you can’t go.II. Teaching Importance and DifficultyTarget language.Can you come to my party on weekend?Sure, I’d love to.Sorry, I can’t. I have a piano lesson.I’m sorry, too. I have to go to the doctor.III. Teaching MethodsGrammar Focus. Pairwork.IV. Teaching AidsA tape recorder. Cards with “Yes” and “No” for Follow-up Activity 1. V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II 2aNow tell students we’ll have five conversations.Conversation 1:Anna: Hi, Jeff. Can you come to my party on Saturday?Jeff: I’m sorry, I can’t. I have to visit my aunt on Saturday. Conversation 2:Anna: Hello, Marry. Can you come to my party on Saturday? Marry: I’d love to.Conversation 3:Anna: May Lee, can you come to my party tomorrow?May Lee: I’m sorry. I have to help my mom.Conversation 4:Anna: Claudia, Can you come to my party on Saturday?Claudia: I’m sorry. I’m going to the movies.Conversation 5:Anna: Say, Paul. Can you come to my party on Saturday?Paul: I’d love to.Step III An activity Pick a CardPrepare fifteen cards to give students. Five of the cards have the word Yes on them. Ten of the cards have the word along with the name of an activity.Step IV 2bAsk a student to read the five sentences in Activity 2b. Tell students these are the reasons why people can’t go to the party. Now liste ning to the recording again.Step V 2c PairworkNow let students look at the sample conversation in the book. Ask a pair of students to read it to the class.A: Hey, Dave, can you come to my party on Saturday?B: I’m Sorry, I can’t. I have too much homewor k.A: That’s too bad. Maybe another time.B: Sure, Joe. Thanks for asking.Step VI Grammar FocusReview the grammar box. Ask students to say the questions and answers.Talk about the two ways people give reasons for saying no to an invitation.Step VII Summary and HomeworkThis class we’ve learnt how to say “no” to someone’s invitation and give a reason. After class copy the grammar box in your exercise books..The third periodI. Teaching Aims and Demands1. Knowledge ObjectsReview vocabulary items. Oral practice.2. Ability ObjectsReading skill. Writing skill. Communicative competence.3. Moral ObjectUse computers to help with your study.II. Teaching Importance and DifficultyReview vocabulary items. Oral practice using target language.III. Teaching MethodsGrammar Focus. Pairwork.IV. Teaching AidsA picture of computer. A tape recorder.V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II 3aShow an invitation in the blackboard.Lisa: Hi, Simon. Can you come to my party?Simon: When is it?Lisa: It’s on Friday June 30 at four-thirty.Simon: I’d love to.Step III 3b pairworkPractice the conversation in 3a. Then fill in the card with details of a event.Then call your classmates to invite him or her to the event. Step IV 4 Invite a FriendTell the class how to do the activity. For example:Li Hua, you are Lu Eliza. Look at the page.Fang Fang you are Lu Qing. Look at the page 87.Look at your calendar for this week. Then make a dialogue.Step VShow the picture on the blackboard.Tell students Evite is the web’s leading in line invitation service. It’s easy to get people together and best of all, it’s FREE!Step VI SummaryToday we’ve learnt how to write an invitation and done a lot of practice.Step VII HomeworkIf you have a computer, you may send the invitation each other.The fourth periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target language. Oral practice.2. Ability ObjectsListening skill. Speaking skill. Communicative competence.3. Moral ObjectPrepare for the next class game.II. Teaching Importance and DifficultyWhat’s today? --It’s Monday the 14th.Can you play tennis with me?When? --Today. --Sorry, I can’t.III. Teaching MethodsListening and speaking methods. Communicative approach. Pairwork.IV. Teaching AidsA current wall calendar. A tape recorder.V. Teaching ProceduresStep I Greet the class as usual and check the homework. Ask students if they send invitation by computer each other.Step II Section B 1aFirst let students look at the days of the week at the top of calendar in the book. Read the words and ask them to repeat.Then display a current calendar and ask a student to copy them numbers into the calendar in their books.Step III 1bShow the words on the blackboard:Yesterday: 昨天Today: 今天Tomorrow : 明天；明日The day after tomorrow: 后天Now ask students to write the words below the correct dates on the calendar in 1a.Step IV 1c PairworkAsk the students to read the dialogue in the speech bubble.A: What’s today? --B: It’s Mo nday the 14th.Then have students work in pairs. One student point to a date and asks: what’s today? The other student answers: It’s…. Step V 2aFirst let students look at the picture.Ask students to tell what the boy is doing. (He’s tal king on the phone.Play the recording for the first time. Students only listen. Then play it again. This time ask students to circle yes or no.Step VI 2bNow look at the list of five activities. Ask a student to read it to the class.Call attention to the three lettered words: a. today b. tomorrow c. the day after tomorrow.Step VII Summary and HomeworkToday we’ve reviewed the days of the week. And we’ve leant some key vocabulary and the target language. We have leant how to ask the date, how to invite some body and how to refuse and give a reason. Next class we’ll do a game: Name That Day.The fifth periodI. Teaching Aims and Demands1. Knowledge ObjectsE-mail message. Writing practice. Reading practice.2. Ability ObjectsReading and writing skills. Communicative competence.3. Moral ObjectAsk your friends and classmates to your birthday party and have a good time.II. Teaching Importance and DifficultyReading passage. I’m + verb + ing.I have to + verb.Reading and writing practice.III. Teaching MethodsReading and writing methods. Communicative approach. Groupwork.IV. Teaching AidsA picuture of a computer. A wall calendar.V. Teaching ProceduresStep I Greet the class as usual.Step II Play a Game: Name That DayPlay a game of speed with the class. Display the wall calendar. Say a student’s name, point to a date on the calendar and say either yesterday, today or tomorrow. Give the winners little presents.Step III 3aNow open your books at page 29. First I’ll read the e-mail message to you. Have you any questions about this e-mail message.Tell the students to read the e-mail message again and complete Sonia’s answers.Step IV 3bPoint out the sample answer and ask students to use their imagination to complete the e-mail.Tell students to us e “I’m + verb + ing.”or “I have to + verb.”Ask the students to complete the activity on their own.Step V 3cAsk students to give some sample answers. Write them on the blackboard. For example,I can’t visit you next week.I have to go to school on Monday.I’m playing soccer on Tuesday.On Wednesday, I’m going on vacation.Step VI 4 Groupwork Plan a Party!First ask two students to read the conversation in the speech bubble. A: Can you come to my party?B: When is it?A: Next week. On Thursday night.B: I’m sorry. I have to study for a math test.Then ask students to turn to page 88.Step VII Topic for DiscussionHave you had your birthday party? Did you have a good time? Have you invited your friends and classmates?Now let students have practice.Step VIII Summary and HomeworkWe’ve leant how to write an e-mail and had a discussion.Now homework. Read the e-mail message again.The sixth periodI. Teaching Aims and Demands1. Knowledge ObjectsReview key words and target language of the unit.Reading and writing practice.2. Ability ObjectsReading and writing skills.3. Moral ObjectBeethoven, a famous musician.II. Teaching Importance and DifficultyReading and writing practice.Review key vocabulary and the target language.III. Teaching MethodsReading and writing methods.IV. Teaching AidsA projector.V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II Show some new words on the blackboard.Read the words to the class and ask students to repeat. Make sure everyone understands its meaning.Step III Self check 1Ask students to fill in the blanks on their own. Check the answers:1. My American friend is going to visit me next vacation.2. Are you playing football this weekend?3. Please keep quiet! I’m trying to study.4. I can’t join you because I have to help my mom.5. Do you want to come to my birthday party?Step IV 2Ask students to read the invitation.Imagine you are Marie. Look at your schedule. Write replies to the invitations.Tell Rose, Julie, walk around the class offering language support where necessary.Step V Just for Fun!Ask students to read the cartoon to themselves.Then have two students read the words to the class.Help students understand that it’s the famous musician, Beethoven, who has to practice the piano.Step VI Read about Meimei and JudyJudy is coming to the party. She wants to help Meimei on Saturday, but she can’t. She has a soccer game in the morning. And in the afternoon, she’s going to her uncle’s house. She’s coming to the pa rtyat 8:00.Step VII SummaryToday we’ve reviewed the key vocabulary and the target of the unit by reading and writing.Step VIII HomeworkFinish off the exercise of workbook.Unit 6 I’m more outgoing than my sisterI. Teaching article(课题): Unit 6II. Teaching aims and demands(教学目的和要求):Talk about personal traits.Compare people.Is that Sam?No, that’s Tom. He has shorter hair than Sam.He’s calmer than Sam.III. Teaching importance and difficulty(教学重难点):Comparative with –er, -ier.More and both.IV. Teaching ways(教学方法):Revision, Learning, Practice and Reading.V. Teaching tools(教学工具):Tape-recorder and Lattern.V. Teaching time(教学时间):Six periodsVI. Teaching procedure(教学过程):The first periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target language. Oral Practice.2. Ability ObjectsLearning skill. Speaking skill. Communicative competence.3. Moral ObjectLearn to play a musical instrument..II. Teaching Importance and DifficultyIs that Sam?No, that’s Tom. He has shorter hair than Sam.And He’s calmer than Sam.Is that Tina?No, it isn’t. It’s Tina. Tara’s shorter than Tina.III. Teaching MethodsListening and speaking methods. Communicative approach.IV. Teaching AidsA tape recorder.A projector.Some objects.V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II Make a simple drawing of a boy and a girl on the blackboard. Judy is tall. Judy is taller than Bobby.Then bring out two rules of different length. Say:This is ruler. It’s Bobby’s ruler.(longer)This is Judy’s ruler.(long)Bobby’s ruler is longer than Judy’s.Step III Show some new words on the blackboard.Read the new words to students and ask them to repeat.Step IV 1aAsk students to do this activity individually. Then check and answers. Tall—short long hair—short hair thin—heavy calm—wild Step V 1bFirst tell students what the twins are. Twins are children born at the same time to the same parents, but not always.Step VI 1c PairworkAsk two students to read the sample conversation to the class.A: Is that Tara?B: No, it isn’t. It’s Tina. Tara’s shorter than Tina..Then have students work with a partner.Make conversation work with a partner.Step VII Pronunciation NoteWrite one of the example sentences from the picture on the board circle the word than say. When we say the word than, we say it quickly. You don’t hear very much of the sound.Step VIII Summary and HomeworkToday we’ve leant the twins are having a concert. We’ve leant how to compare people. After class, give more practice, comparing your school things. Next class I’ll ask some of you to say your conversations OK? Now, class is over? See you!The second periodI. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary. Target language. Oral Practice. Grammar Focus. 2. Ability ObjectsLearning skill. Writing skill. Communicative competence.3. Moral ObjectHandsome is that handsome does.II. Teaching Importance and DifficultyOral practice. Grammar Focus.III. Teaching MethodsListening and writing methods. Communicative approach. Pairwork. IV. Teaching AidsA tape recorder. A projector.V. Teaching ProceduresStep I Greet the class as usual and check the homework.Step II 2aRead the words in the box to students.Funny 有趣的serious 严肃的Outgoing （性格）外向的quiet 安静的Tell students smart and athletic are new words. Explain the new words and tell students what they mean.Step III 2bAsk students to look at the boxes with the headings. Tina is …, Tara is …Listen to the recording again. This time write how Tina and Tara are different. Please write words in the boxes.Step IV 2c PairworkLet students look at the chart in Activity 2c. Ask two students to read it. Tell students: Sam is taller than Tom.。

冀教版英语八年级上册第4课教案

Lesson 4 Best FriendsⅠ.Teaching content:1. New words and expressions：A：anymore/not…any more, gray=grey, paint , very much, voice, silly, classmates（four skills）B：backpack（get familiar with them）C: names of persons: Peter, Gina(read)2. Likes and dislikes about clothesⅡ.Teaching goals1. Learn to use the new words and phrases: anymore/not…any more, gray=grey, paint , very much, voice, silly, classmates2. Learn to make comments on clothes3. Sentences structures about comments on clothesⅢ.Key points:I don’t like this pair.What did you do to your runners?They look silly.Krista could not think of an answer.Ⅳ.Difficult points:1) The right attitude towards new clothes2) be friendly to classmatesⅤ.Preparation:Prepare a new pair of shoes and old ones and a big paper for a sketch of a dressⅥ.Teaching resources: a big piece of paper, some marks and paints, a pair of old shoes.Ⅶ.Type of the lesson: reading and comprehendingⅧ.Teaching procedure1. Class opening1) Make the class warm by singing the song “On a school Day”together with the students.2) Check up their homework in the activity book. Give them some explanation when necessary2. New lessonsStep 1: Lead inT: Today let’s continue to talk about clothes. Look at my old shoes. Oh! They are gray, really too old. I like new clothes and shoes. What about you? I also have some nice pictures here for fashionable clothing. (show the pictures to the students.)Step 2: Discussion in “Think About It!”T: We’ve got some questions to discuss in “Think About IT!” Read though all the questions and discuss with your partners. I’ll give you 5 minutes in this section.(Five minutes later, check out Ss’ results of discussion)Step 3: Listen and get key pointsT: Listen to the recorder, please. And answer two questions after that. Q1: Who told Krista to paint her shoes? (Peter)Q2: Who said Krista’s shoes were silly? (Gina)Step 4: Read and understandT: Read the text fast and silently by yourselves then have a discussion about the story. There are more questions for you:1) What do Krista’s runners look like? (They are old and gray.)2) What does Krista do to her runners? (She paints her runners with marks and paints.)3) Is Gina Krista’s good friend? (No, Krista doesn’t like Gina.)4) Why does Gina laugh at Krista? Is it right? (Because Krista paints her shoes and they look silly. No, it’s wrong to laugh at others.) Step 5: Further discussionT: Discuss the story more deeply. Think about the two questions:1) If you were Krista what would you do? (suggested answer1: IfI were Krista I wouldn’t paint my shoes. I will just keep them clean and take good care of them. We feel very comfortable when wearing old shoes. Suggested answer 2: I would also paint my shoes. Because I think it’s funny to make old shoes have a different color.)2) If you were Gina what would you say when you see Krista’s painted shoes? (suggested answer 1: If I were Gina I would say :”Hi, Gina, you did a good job. Your runners look so nice now.” suggested answer 2: If I were Gina I would say :”Please buy a pair of new shoes. Old one are still old after painted ”)Step 6: Meaning of the storyT: Read the text once again, please. Try to get the meaning of the story. Then discuss what’s the right attitude towards appearance and classmates. Step 7: “Let’s Do It!” sectionT: Let’s see what we should do in this part.11) Find the reason why Krista wants to cry. Does it recall the similar feeling when you feel embarrassed? Did the feeling last a long time?2) Guess how the story will go without reading the second part in the Reader. Read it for your partner and check whether your guess is right or wrong.3. Class closingT: let’s see our homework for today.1) The third reading in the reader2) Other exercises in the activity book3) The next reading in the students bookSometimes we not only get fun from some stories but also significant experience.“Readingmakes a wise person.”So let’s enjoy reading and leaning. Have a nice day. Bye for now.。

Unit 4 I Need a Map!教案冀教版八年级上册英语

UNIT 4 My NeighbourhoodLesson 24: I Need a Map!教学目标通过本课节的教学，让学生达成以下目标：1.知识目标：掌握本课节新词汇：mile, across, have the flu, across from了解本课节新词汇：flu掌握本课节新句子：I’m doing well.2.能力目标：能够谈论处于新环境中的相关情况。

3.情感目标：学会帮助他人，学会感恩。

重点难点1.重点：学习本课节新词汇及重要表达，熟悉书信的格式。

2.难点：运用所学知识介绍在新环境中的生活情况。

教学准备PPT课件；活动Read的录音授课时数1课时教学过程Step 1 Warming up1. Show some pictures of heroes to the students and tell a short story.Sam visited Shanghai for the first time. But he got lost whenhe walked around the city.Luckily, a man helped him. He showed him the right way, andSam thanked him.2. Tell the students the importance of helping others.Step 2 Pre-reading1. Show the students new words and expressions and play the recording.flu /flu:/n.流行性感冒mile /maɪl/ n.英里across /əˈkrɒs/prep. 横过……；从……一边到另一边I’m doing well. 我很好。

have the flu 感冒across from 在对面；在对过2. Ask the students to read aloud after the recording.Step 3 Listening1. Play the recording for the students to listen to and ask them to answer the questions.(Let’s Do It! No. 1)1.What did Jenny and Brain do on Monday?2.How far is the school from Uncle David’s home?3.What happened to Brain yesterday?4.What will Brain do tomorrow? Why?5.What did Brain do on Thanksgiving Day?2. Ask one of the students to give the answers.3. Check the answers together.Answers:1. They walked to school on Monday.2. It is about one mile from Uncle David’s home.3. He got lost yesterday.4. He will buy a map of the city because he doesn’t want to get lost again.5. He met all of his Canadian cousins.Step 4 Reading1. Play the recording for the students to listen to and repeat.2. Get the students to read the text again and answer the following questions.(1) What can we see across from the bookstore?(2) How does Brian think of his life in the new neighbourhood?(3) What places do Jenny and Brian pass on their way to school?(4) Who helped Brian find the way?3. Check the answers together.Answers:(1) A beautiful park.(2) It’s not very easy.(3) The bakery and the bookstore.(4) A lady.4. Let the students read the article on Page 60 again and find out some key sentences and phrases.5. Ask the students to find some difficult language points.6. Let the students have a discussion about these difficult language points in groups of four.7. Help the students explain these difficult language points.Step 5 Practice1. Get the students to do Exercise 2 on Page 61.(Let’s Do It! No. 2)2. Ask some of the students to give the answers.3. Check the answers together.Answers:1.on our way2.go by3.across from4.get lostStep 6 Post-reading1. Get the students to do Exercise 2 on Page 61.(Let’s Do It! No. 3)1. We’re going to have _________.□lot of fun □a lot of fun2. A:What is the way _________ the factory?B:Turn left _________ the second turning.□to; at □of; to3. Go down this street until you _________ the end of the street.□reach □arrive4. Twenty minutes _________, the old woman finally found her grandson.□in □later5. It was very dark last night. Jimmy _________.□got lost □lost2. Ask some of the students to give their answers.3. Check the answers together.Answers:1. a lot of fun2. to;at3. reach4. later5. got lostStep 7 Writing(Let’s Do It! No. 4)1.One of your friends is coming to see you.Write an e-mail to him or her and give directions to your house.You can begin like this:I’m glad you are coming to my house…2. Ask some of the students to show their writings.3. Correct the mistakes of the writings.Step 8 Language points1. I’m doing well. 我很好。

部编人教版中考英语一轮复习教案八上U4-6

Байду номын сангаас教学方法
讲授法、谈话法、作业指导法
教学准备
PPT、蓝皮书、中考状元练习册、试卷
教学过程
教学程序
教学内容
教学构思
明
标
导
学
知
识
点
回
顾
真题再现
考点解析
限
时
自
测
1.复习回顾八上Unit4-6基础知识。
2.解析八上Unit4-6考点。
3.体验中考真题。
重点单词
重点短语
重点句型
交际用语
语法归纳
1.depend的用法
2.beat的用法辨析win
3.another的用法 the other,other,others
4.交通方式的表达方式
5.interest 的用法
6.leave的用法
7.in some ways的用法
8.形容词与副词比较级的用法
板书设计
阶段复习八上Unit4-6
1.复习回顾八上Unit4-6基础知识。
课题：一轮复习八上Unit 4-6
主备人：使用人：
学科
英语
课型
复习课
课时
2
第周星期
节次
教学目标
知识与能力
过程与方法
情感态度价值观
1.复习回顾八上 Unit4-6基础知识。
2.解析八上 Unit4-6考点。
3.体验中考真题。
教学重点
复习回顾八上Unit4-6基础知识。
教学难点
解析八上Unit4-6考点。
2.解析八上Unit4-6考点。
3.体验中考真题。
教学反思
及时做补偿练习。

Unit 4 No Stopping!教案冀教版八年级上册英语

UNIT 4 My NeighbourhoodLesson 20: No Stopping!教学目标通过本课节的教学，让学生达成以下目标：1.知识目标(1)掌握单词：biscuit接触单词：bakery短语：go/walk past, tea biscuit(2)学会一些用于介绍沿路建筑的句式。

2.能力目标能读懂描述上学路上的事物的短文；能介绍自己上学路上的所见所闻。

3.情感目标学会通过一些建筑物认路，学会欣赏身边事物之美。

重点难点1.重点：掌握一些与介绍沿路建筑有关的词汇和表达。

2.难点：能介绍自己上学路上的所见所闻。

教学准备PPT课件；课文朗读的音频。

授课时数1课时教学过程Step 1 Warming upGet the students to think about the following questions.1. How do you get to school every day?2. What places do you pass on the way?3. Do you stop anywhere?Step 2 PresentationShow the pictures of a bookstore and a bakery.The bookstore has so many good things to read.It’s a bakery. We can buy bread, cakes, donuts and biscuits.Step 3 Reading1. Pre-readingLook at the pictures and answer the question.What places do Jenny and Brian pass on their way to school?The answer:A bakery and a bookstore.2. While-readingTask 1: Read the lesson and write true (T) or false (F). (Let’s Do It! No. 1)1. Jenny and Brian are on their way to school. ( )2. They usually ride bicycles to school. ( )3. Brian wants to go into a bakery and buy something. ( )4. Jenny’s favourite store is the bookstore. ( )5. They can stop to buy something or read books. ( )Answers:1. T2. F3. T4. T5. FTask 2: Fill in the blanks according to the text.Brian and Jenny are _________ school. Brian says they usually _________. They come to a corner. Brian asks, “Do we ________now?” Brian is ________ the right. Jenny says, “No. ________.” They________. Soon they ________ a big store window. It’s a _______. Then they _______ a bookstore. It has _______ good things ________.Answers:on their way to; take the school bus; go this way; pointing to; Turn left; cross the street; walk past; bakery; pass; so many; to readStep 4 Practice1. Fill in the blanks with the correct forms of the words in the box.1. I want to show you the ________ this morning.2. “Do we go this way now?” asks Brian. He is ________ to the right.3. They look left, then right. They ________ the street.4. We will go ________ some of my favourite shops.Answers: 1. neighbourhood 2. pointing 3. cross 4. past2. Match the statements on the left with the reasons on the right.The answer:Step 5 Pair workWork in pairs. Talk about what you do on your way to school. Then make up a dialogue with your partner.You can ask the following questions：• How do you usually get to school?• What places do you pass on your way to school?• What are your favourite places?• Do you stop anywhere? Why or why not?Step 6 Language points1. Jenny and Brian are on their way to school.詹妮和布莱恩在他们上学的路上。

冀教版英语八年级上册Lesson 4 教学设计

________________
6. 不得不
_______7.达成协议 ________
（二）、结构 1. stop doing sth ./ stop
to do sth 辨析及例句
__________________________ 1. spend…on 教师领学生跟读
/spend…(in) doing sth 例句
初中英语冀教版八年级上册第一单元 Lesson 4 Best Friends 课题主备人授课人阶段环节教学过程教师活学生活动掌握词汇：copy, surprise, 目标导航学 lend, enemy, deal 向学生明确这动班级审核人时间
习接触词汇： Patrick, Grant, pea, 明确目节课该目 pod, angrily, cheat, 标 following, gym, emb arrassed 短语和句型：two peas in a pod, spend... (in)doing..., to one’s surprise, make a deeir ________ ways. In the ________ days, they both felt________. A few days later, there was a school basketball game in the gym. At the end of the game, the two friends made up. That day, they made a ________. They would do their own homework basketball later. 教学反思 plete the sentences with the words in the brackets. first and play

河北省石家庄市复兴中学八年级英语上册(U4--6)教学案及限时练

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冀教版英语八年级上册Lesson 4 教学设计

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